The Development of a School Administration Model Using Participatory Action Research: The PWAYS Model for Enhancing the Student Care and Support System to Promote Good Learning and Happiness of Students at Weerasatreeanusorn School

Abstract

Background and Aims: Current social challenges lead to behavioral deviations and drug issues among youth. Weerasatri Anusorn School recognized the need to strengthen its student support system in line with the Ministry of Education’s "Good Learning, Living with Happiness" policy. This research aimed to study current and desirable states, and to construct, implement, and evaluate a school management model to enhance the student care system.

Methodology: This study employed a Research and Development (R&D) methodology divided into 6 main steps, integrating Participatory Action Research (PAR) specifically in Step 3 and Step 5, which involved implementing the model in the school (conducted over 2 cycles across 2 academic years). The informants included deputy directors, teachers, school board members, parents, and experts, totaling 244 participants in Cycle 1 and 273 participants in Cycle 2. Research instruments consisted of 5-level rating scale questionnaires, teacher knowledge tests, and teacher competency assessment forms. Data were analyzed using mean, standard deviation, percentage, Priority Needs Index (PNI), and content analysis.

Results: 1) The study of the current state revealed an overall moderate to good level, while the desirable state was at the highest level. The highest priority need was in the area of student problem prevention and resolution. 2) The constructed and developed school administration model, named the "PWAYS Model," consists of 5 components: (1) Policy, (2) Whole School Approach, (3) Active Learning, (4) Yen for Happiness, and (5) Sustainability. Experts evaluated the model's accuracy, propriety, feasibility, and utility at the highest level. And 3) The implementation and evaluation of the model showed that 100% of the teachers passed the knowledge assessment criteria and demonstrated competencies in active learning integrated with the student care and support system at the highest level (μ = 4.73 and 4.79, respectively). Regarding student quality, the characteristics of "Good Learning and Happiness" were elevated from a "Good" level to an "Excellent" level across all indicators, and the dropout rate decreased significantly. The overall satisfaction of administrators, teachers, school board members, and parents towards the model was at a high level (μ = 4.47). Furthermore, the model was successfully expanded and adopted by 10 other network schools.

Conclusion: The PWAYS Model achieved concrete success in integrating school administration with active learning and the student care and support system. This was evidenced by clear quantitative success indicators: all teachers (100%) improved their competencies, student quality was elevated to an "Excellent" level, and stakeholder satisfaction was at a high level (μ = 4.47). This innovation effectively enhanced students' academic achievements and well-being, fostered a strong collaborative network, and sustainably empowered students to achieve "Good Learning and Happiness."